LEARNINGS IN ASU
28 Sept-23 Dec 2013
Bhagwati Singh
Senior Professional
Sarva Shiksha Abhiyan, Uttar Pradesh
Major Courses Undertaken
 CITW- Classroom Instructions that works
 TAP- The System for teacher and student advancement
 Change Leadership Module
 Technology Module
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Behavior Management in Classroom
Early literacy module
Equity Module
Democracy module
Sustainability module
Ethics Module
Course I Liked Most :
Tap Rubric - Teachers Evaluation System
Overview of TAP Evaluation Rubric
 Comprehensive set of professional indicators, to measure teaching
skills, knowledge, and responsibilities of the teachers/trainee in a
school.
Why TAP• Found to be correlated to student achievement at a statistically
significant level in two separate studies.
 The Parts of the TAP Evaluation Rubric
 Domains
 Indicators
 Descriptors
 Performance Level
TAP RUBRIC- DOMAINS
Planning
• Standards & Objectives
• Motivating Students
• Presenting Instructional
Content
• Lesson Structure & Pacing
• Activities & Materials
• Questioning
• Academic Feedback
• Grouping Students
• Teacher Content
Knowledge
• Teacher Knowledge of
Students
• Thinking
• Problem Solving
•Instructional Plans
•Student Work
•Assessment
Professionalism
• Staff
Development
• Instructional
Supervision
• School
Responsibilities
Reflecting on
Teaching
Environment
• Managing Student
Behavior
• Expectations
• Environment
• Respectful Culture
Understanding TAP RUBRIC
Performance
Levels
Standards and Objectives
Indicators
Significantly Above
Expectations (5)*
At Expectations (3)*
Significantly Below Expectations (1)*
Descriptors
Descriptors
Descriptors
 All learning objectives and
state content standards are
explicitly communicated.
 Sub-objectives are aligned and
logically sequenced to the
lesson’s major objective.
 Learning objectives are: (a)
consistently connected to
what students have previously
learned, (b) know from life
experiences, and (c)
integrated with other
disciplines.
 Expectations for student
performance are clear,
demanding, and high.
 State standards are displayed
and referenced throughout
the lesson.
 There is evidence that most
students demonstrate
mastery of the objective.
 Most learning objectives and state
content standards are
communicated.
 Sub-objectives are mostly aligned to
the lesson’s major objective.
 Learning objectives are connected to
what students have previously
learned.
 Expectations for student
performance are clear.
 State standards are displayed.
 There is evidence that most students
demonstrate mastery of the
objective.
 Few learning objectives and state content standards are
communicated.
 Sub-objectives are inconsistently aligned to the lesson’s
major objective.
 Learning objectives are rarely connected to what students
have previously learned.
 Expectations for student performance are vague.
 State standards are displayed.
 There is evidence that few students demonstrate mastery of
the objective.
Tap-Trainee Teachers Evaluation System Rubric
My Learnings from the course
Developing standards and rubrics to measure teaching
performance.
 Collecting evidence to accurately assess classroom instruction.
 Knowledge and understanding of the TAP Evaluation and
Application of TAP Rubric
Planning and conducting instructional pre- and post-conferences
for evaluation
Learnings From Other Courses
CITW
• Learnt research based classroom
strategies for improving
students achievement.
• Can help teachers in creating the
effective environment for
students learning and
understanding of concepts.
Learnings From Other Courses
• Change Leadership Module
 Strategies for implementing educational reforms or changes like
developing and communicating a shared vision of the change,
creating an atmosphere and context for change, planning and
providing resources, investing in professional development,
Checking progress, Continuing to give assistance
 Use of Innovation Configuration Maps Stages of Concern and
Level of Use,
Learnings From Other Courses…..
 Equity Module
• Issues of Gender Equity & Inclusion
• Biases in curricula and learning materials
• How to carry out effective trainings on these issues
 Democracy module
• Understanding relationship between democracy, education and
schooling
 Sustainability module
• Challenges of sustaining human well-being on Earth due to
exploitation of natural resources
• Seeking sustainable solution through science,technology, and
society acting at global and local levels.
• How to teach sustainability concepts in the classrooms
Learnings From Other Courses
 Technology Module
•
New technologies like Edmodo and Photopeach
• Becoming proficient at information searches
• Using online educational resources
• Creating websites
• Using google drive, google forms, skype, hangouts etc.
 Classroom Management
•
Managing problem behavior of students in classroom
 Early literacy module
•
Effective early reading instructions
Learnings From Other Courses
Core Course and Ethics Module
• What makes a good teachers
• Expert and Novice Teacher
• Developing passion and commitment in teachers
• Modeling Ethical Conduct in the classroom
• Remembering, Reinterpreting and Reorganizing what is known
:Developing Context-Sensitive Knowledge
Key features of the teaching learning
processes in the courses in ASU
• Discussions
• Group work
• Need based support to each individual
• Meticulous planning
• Motivation
• Regular assignments and feed back
• Meetings and discussions with experts and educational leaders
• Critical Friend
• Exposure Visits
Sharing the Knowledge and Skills
• Sharing of books, textual and digital materials
• Meetings
• Workshops
• Trainings
• Emails
• Demonstrations
• Making use of the key features of the learning processes in ASU like
group discussions, providing need based support, motivation, regular
feedback
School Visits
• Trainee teachers co-teaching with school teachers
• Activities and worksheets planned for every students
• Students involved in different activities
• Self assessment by the students
• Reading classes
• Suitable groupings
• Regular feedback
Improving Trainee-Teacher Preparation
• Improving the quality of teacher instruction
• Longer internship in school
• Co-teaching with the regular teachers in school.
• Mentoring by good school teachers
• Identifying the knowledge and skills that a teacher needs to teach
successfully, and then create comprehensive set of standards for
teacher accountability.
• Developing standards and rubrics to measure teaching performance
• Regular Classroom Observations and feedback
• Assignments and timely feedback on them
New Learnings:Effective Reading Instructions
• Components
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Phonological Awareness and Phonics
Word decoding and encoding
Fluency
Oral language and vocabulary (listening comprehension)
Comprehension
• Strategies
• Inferences
• Within text
• Between text
• Background/Academic knowledge
• Writing
• Motivation and learning strategies
• Cognitive engagement and self-regulation